Abstract:

This study aims to reveal possible prospective intervention directions to optimize instructional-educational approaches in the teleological vision of incremental learning.
The present study is based on a quasi-experiment, organized using three groups of 10-11-year-old students from Iasi, Romania; the first group (G1) was included in an afterschool educational program based on gamification for designing and solving problems specific to the school curriculum of Mathematics; the second group (G2) participated in an afterschool program focused on the intensive use of interactive-creative resolutive strategies; the third group, the control group (Gc), went through the usual curriculum of the subject Mathematics, without being integrated into any of the initiated educational programs.
Each intervention program launched was successful, the first program (gamification) was applied to the experimental group G1, causing an increase in school performance by 28.17%, and the second program (interactive-creative resolutive strategies), implemented within the experimental group G2, increased school performance by 3.65 %.
All research hypotheses are confirmed (significance thresholds being lower than 0.01), which allows us to state that the school performance of 10-11-year-old students increases significantly as a result of attending an afterschool intervention program that involves either gamification (in this study, the Scratch programming language) or didactic strategies based on interactive-creative methods of composing and solving mathematical problems.

Keywords:

Incremental learning, interactive-creative resolutive strategies, gamification, educational intervention programs, Scratch.